The Role Of Vocabulary Learning Strategies In Enhancing .
International Journal of Humanities Social Sciences and Education (IJHSSE)Volume 4, Issue 8, August 2017, PP 41-50ISSN 2349-0373 (Print) & ISSN 2349-0381 06www.arcjournals.orgThe Role of Vocabulary Learning Strategies in Enhancing EFLLearners’ Writing SkillsAfaf Abdelrahim Jalal Eldin Ahmed1, 21Lecturer at Almughtaribeen University, SudanLecturer at HafrAlbatin University, Saudi Arabia2Abstract: This paper focused on the role of vocabulary learning strategies in the process of foreign languageacquisition. The process of learning a foreign language is an important and challenging component in foreignlanguage students’ lives due to the students’ limited language exposure and opportunities to practice thelanguage. The study has tackled the vocabulary learning strategies and their role of learning a foreignlanguage or language acquisition; these have been explored as individual factors. The present research thusexplored the possible influence of vocabulary learning strategies use and beliefs about language and languagelearning. Also the researcher has examined how learners tackle the problem of learning new words. He did thisusing a think aloud technique which allowed him to identify a number of micro-strategies. Good learners notonly use more strategies, but they rely more heavily on different strategies than the ones poor learners use.However, a thorough analysis shows that neither of these two groups is homogeneous.Keywords: Vocabulary-acquisition, macro-strategies, micro-strategies1. INTRODUCTIONVocabulary plays a crucial role in English language acquisition, particularly for college students.Acquiring a deep and rich vocabulary knowledge-base can help these students to convey theirmessage more efficiently. However, learning vocabulary is not an easy job. New words run fast out ofmind if they are stored without any use. Practitioners and applied linguists have always been trying tonot only emphasize the importance of vocabulary learning but also propose a way for efficientlearning of new vocabulary items.Recently, learning strategies have been considered as influential tools for accelerating learning,especially language learning. Oxford (1994) mentions the critical role of language learning strategiesand defines them as behaviors, actions, and techniques that students apply to ameliorate their progressin producing and comprehending L2. Learning the strategies makes learning faster and better.Reckoning the issue, researchers like Gu (1994) and Schmitt (1997) applied their knowledge oflanguage learning strategies into vocabulary learning and they provided a sub category of languagelearning strategies called “Vocabulary Learning Strategies” (VLS). Language learners must learnVLS for better learning of vocabularies because this knowledge improves their process of acquisition.Making students aware of vocabulary learning strategies can be an influential method for teachingvocabularies. Many researchers emphasized the importance of vocabulary learning strategy use fromdifferent perspectives. For example, Oxford (1990) suggests that language learners must beencouraged to use strategies in their process of learning. She adds that knowing vocabulary learningstrategies makes learners autonomous and helps them in taking responsibility of their own learning.Benson (2001) also believes that explicit teaching of vocabulary learning strategies grows the level ofindependency in EFL/ESL learners. Nation (1990) believes that knowing and using vocabularylearning strategies is the most important way for learning language. Schmitt and Schmitt (1995) putthat vocabulary learning strategies knowledge is very important. The knowledge of vocabularylearning strategies must be in educational programs and syllabuses. Holding the importance ofstrategies of learning for language learning and the importance of learning enriching vocabulary itemsand enriching vocabulary knowledge base, it is tried in this article to introduce most importantvocabulary learning strategies that have been found as the most effective ones.Foreign language acquisition research has recently come under strong criticism from a number ofsources for the little attention it has paid to lexical acquisition. Much of the work that has been carriedInternational Journal of Humanities Social Sciences and Education (IJHSSE)Page 41
Afaf Abdelrahim Jalal Eldin Ahmedout has been concerned with lexical errors, but we are now beginning to realize that this data is verylimited, and does not provide answers to some of the more important question we might want to askabout vocabulary acquisition (Meara, 1980, 1984, Levenston, 1979).There are plenty of studies in the literature which demonstrate that cognitive factors and affectivefactors influence success in learning a foreign language, and the general methodology forinvestigating questions of this sort is well-established. Typically, researchers have either investigateda small number of variables using correlation methods, or they have made use of factor analysistechniques to summarize the relationships between a large numbers of variables (cf Gardner, 1980,1985).A particularly fruitful way of approaching these issues is to look at the strategies used by learners,and the effects these strategies have on success. Bialystok and Frolich, for instance, have shown thatstrategy use and attitude a related to success in language learning and we can infer from this thateffective use of learning strategies is one of the factors that distinguish between good and poorlearners. Unfortunately most of the studies have concentrated on identifying the strategies used forgood learners.2. VOCABULARY AND WRITINGIn order for learners to produce good writing texts they have to possess huge word power. There aredifferent types of writing and each of which calls for certain type of lexical items. These types are:Text linguists recognize a number of text types. Hedge (2005) identifies six categories: Personal writing: This writing is for oneself and it includes various types of aide, memories, aswell as diaries and journals. Study writing: This writing is for academic or educational purposes and includes all those tasksthat students perform, either writing notes or summaries for themselves or writing essays, reports,reviews which are read and often assessed by teachers. Public writing which is writing as a member of the general public to organization or institutions.There are actually conventions to follow in this type of writing. It includes such activities aswriting letters of inquiry, application complaint and form filling of various kinds. This type ofwriting is also described as functional writing. Creative writing which can include poems, stories, drama, all of what can be for oneself or sharedwith others. This type of writing is often practiced at primary and lower secondary education as ithelps students to build self-esteem. Social writing: This writing establishes and maintains social relationships with family and friends.For example, personal letters, invitations, congratulations, condolences and personal e-mails. Institutional writing which is related to professional roles. For example, agendas, minutes, reportsand memos.A great vocabulary is just one essential tool in a writer‟s toolbox, along with punctuation, grammar,and many others. Vocabulary can make your writing more powerful and more effective and help yousay exactly what you mean. This indispensable tool will help you choose the best word for every joband avoid vague words that do not give your readers a good sense of your meaning.Building your vocabulary is one of the easiest ways to improve the power of your writing and makeany writing task that much easier, as you will have several synonyms in your repertoire to pull fromevery time. Developing your vocabulary need not be difficult or painful. Here are 25 ways you canimprove your writing vocabulary every day.2.1. Use New WordsUse a word immediately after you learn it. Try to make a game out of using a new word as soon asyou learn it. Every day, try to slip in a new word into the conversation, a journal entry, an assignmentor an email to a friend. Do this as often as possible, and repeat the word to yourself.2.2. Read Every DayOnce you‟re out of school, word drills and assigned reading become things of the past. While thesewere tools for building your vocabulary repertoire while you were young, it doesn‟t mean you shouldInternational Journal of Humanities Social Sciences and Education (IJHSSE)Page 42
The Role of Vocabulary Learning Strategies in Enhancing EFL Learners’ Writing Skillsabandon reading. Try to read a well-written and edited essay, magazine article, book or news articleevery day. Nonfiction and technical books will quickly teach you new ways to think and speak withwords you may be unfamiliar with, but any type of reading will help you along.2.3. Learn RootsLearn the roots of words. Most words in the English language are built from a common root, prefix,and suffix, usually with an origin in the Greek or Latin language. Once you learn a root, you‟ll beginto understand more words that use the same root. For example, -duc- (Latin root word) means to leador to make, such as in the words produce or deduce.2.4. Use a ThesaurusKeep a thesaurus handy. As you write, keep a thesaurus handy and use it when you find yourselfusing a word too often, or using a word that you know doesn‟t quite convey the right meaning. Thiswill help you better express yourself, and you‟ll also learn a new word in the process.3. DEVELOP PRACTICAL VOCABULARYThis means you should start by learning words that express what‟s important to you for the task athand. A good example of this is learning trade language or words you use often in a hobby orvocation. Rather than immediately turning to cliches or jargon that‟s tossed around, look for clearerwords to express to peers what you‟re writing about.4. MICRO-STRATEGIES AND MACRO-STRATEGIESThe present study shows that there is no absolute advantage in using a strategy that not all strategieshave the same effect on all learners, and that choice of strategies is related to factors like attitude(Naiman et al, 1986). There is thus some advantage in approaching the question of strategies with anopen mind, and making systematic comparison between the strategies used by good learners andthose used by poor learners. As far as I know, the question of whether good and poor learners can bedistinguished by their use of vocabulary learning strategies has not been asked before. It is possible toapproach this question on two different levels. Firstly, one can study general approaches to learning,what Scholfield calls “macro- strategies” (Scholfield farohcoming). Alternatively, one can look at themore detailed, specific learner behaviors or “micro-strategies”. For example, at the macro-strategylevel, most good learners engage in what might be called “practice”. However, some learners usespecific micro-strategies in their practice which do not appear in the behavior of their learners; forinstance, some learners test themselves systematically as part of their practice, while others do not.Most of the relevant study has concentrated on the holistic macro-strategy level, rather than theatomistic micro-strategy level, and this has led to the similarities between good learners beinginflated.Statements like “the good learners practice” are not really helpful. What we need are more specificfindings which tell us what the learners actually do when they practice. This information would helpus to deal with the differences between good and poor learners more adequately and help us toestablish the effectiveness of particular micro-strategies.The study reported in this paper had the following objectives:a. To explain the role of vocabulary learning strategies in a foreign language acquisition.b. To identify the types of micro-strategies used by a group of learners of English, and to assess howfrequently these strategies were used.c. To discover whether there were any differences in the strategies used by good and poor learners.5. LIST OF MICRO-STRATEGIESMACRO - STRATEGIESANDMACRO-STRATEGIESUSED BY THELEARNERS Information Sources Micro-Strategies: - Ask classmatesparaphrase - ask for L1 equivalent- guessing- ask teacher- overlook- ask for L2- ask for example of use - group work - dictionary.International Journal of Humanities Social Sciences and Education (IJHSSE)Page 43
Afaf Abdelrahim Jalal Eldin Ahmed Dictionary use: - monolingual dictionary - bilingual dictionary - look up meaning - lookup derivation - look up word class - look for example of use. Memorization: - write and repeat aloud - repeat aloud - write, repeat and L2 synonyms write, repeat and L1 equivalent. Practice: - using new word in real situation - using new word in imaginary situation - ask fortest - ask others to verify knowledge - use written sources to verify knowledge - self – test. Preferred source of information: asking somebody - group work - dictionary. Note – taking: - taking notes at all notes in margin - vocabulary book - ordering new wordssequentially - organizing words by meaning - spelling information - L1equivalent - L2synonym - word derivation grammatical information.The results of the above analysis show that at the macro-strategy level, there is little to distinguishbetween good and poor learners. In particular, three macro-strategies appear to be common to alllearners: A. Using sources to find out about difficult words. B. Memorization. C. Note-taking.The main difference between learners lies in the choice of specific micro-strategies within these broadcategories, and the presence or absence of the macro-strategy of practice.The second interesting and unexpected point to arise from this analysis is the importance of thegroup-work strategy. Co-operation is basically a micro-strategy used by poor learners when they arefaced with a difficult task.6. KEY WORD METHODIt is one of the most influential strategies of vocabulary learning, (Nation, 2001). “It is a two-stepmnemonic technique for learning foreign vocabulary items and their English equivalents”. (Atkinson& Rough, 1975; as cited in Crutcher, 1990). In this method, learners must find a part of the wordwhich is similar for them in the sound, shape, or meaning to something in their mind or language, anduse it as a keyword. Then, they must imagine a picture in their mind which relates both the word andthe keyword together. For example, Transient when used as an adjective, transient describessomething that exists for a short period of time then is gone. Transient is pronounced "tran see ent". Abrief definition of transient is "short-lived, ephemeral". To create a strong mental link for thisdefinition, we can encode the sounds of word "transient" and its meaning as mental images.We do this by thinking of images to represent the phonetic sounds of the word and definition. To me,the word transient sounds very much like "train sees ant (Retrieved from memory-improvementtips.com). It is believed that when this link is provided, the word will be retained for a long time.7. VOCABULARY FLASH CARDSNation and Webb (2010) consider learning vocabulary from flash needs highest level of involvement.Based on Lockhart and Craik‟s (1972, as cited in Schmitt, 2008) level of processing, if an activity hasthe highest level of involvement and deeper processing is needed, the outcome of that activity isretained and learned better. Holding the level of involvement, language learners must learn to use andto create their own flash cards if they want to be successful in retaining vocabularies for a longerperiod of time. Nation (2001), in his comprehensive seminal book, namely, Learning Vocabulary inAnother language, guides how to create and teach vocabulary items with flash cards.8. GUESSING FROM THE CONTEXTIncidental vocabulary learning is one of the methods of teaching vocabulary that if it is done withintentional or instructed vocabulary learning, it will have very positive results. Guessing from thecontext is the most famous strategy of incidental vocabulary learning. Helping students on how toguess from the context and using clues in the text can not only increase their speed in reading but alsohelps them to learn vocabularies in association with the related contexts.9. WORD PARTSLearning word parts like affixes, prefixes, infixes, circum-fixes, and roots of the words is animportant strategy that learners can use to guess the meaning of the words fast. Scholars like Nation(1990) and Schmitt (1997) believe that teaching word parts to students is essential. Students wholearn the word parts can analyze the unknown words and not only guess the meaning faster but alsoInternational Journal of Humanities Social Sciences and Education (IJHSSE)Page 44
The Role of Vocabulary Learning Strategies in Enhancing EFL Learners’ Writing Skillsincrease their speed in reading or whatever task they are doing that contains new vocabulary items forthem. Thus, it is strongly recommended that teachers teach word parts to students to help themexpand their vocabulary knowledge base quickly.10. REPETITIONThe last important strategy that is mostly teacher-oriented is repetition. The scholars mostly believethat there must be at least seven times of exposure to take place for every word to be learnedefficiently. Nation (2001) believes that Pimsleur‟s model of repetition is very applicable forvocabulary learning. Based on Pimsleur‟s graduated-interval recall, intervals must be 5 seconds, 25seconds, 2 minutes, 10 minutes, 1 hour, 5 hours, 1 day, 5 days, 25 days, 4 months, and 2 years.Teachers must aware students of this spaced repetition schedule to help them in their vocabularyretention. Moreover, nation (2001), in his book, has also provided different methods of repetition thatcan take place in classroom in details.11. SELECTING VOCABULARYUnderstanding the nature of vocabulary is important to the process of selecting appropriateinstructional strategies that enable students to master the vocabulary they need to learn to read and toread to learn. Vocabulary consists of function words and content words. Function words are commonwords, such as are, that, and to. Content words include nouns, verbs, adjectives, and adverbs, likeflower, eat, beautiful, and sadly. Further, content words are comprised of both concrete and abstractwords. Concrete words, such as automobile, can be taught using an object or showing a picture.Abstract words, like harmony, are more easily taught using examples and non-examples. Finally,words may be considered to belong to either general vocabulary or technical vocabulary. Generalvocabulary refers to words, such as giant, that are not directly associated with a particular contentarea, while technical vocabulary, like mitosis, and is associated with a specific content area, subject,or topic.The first step in planning for vocabulary instruction is to identify the words students will learn.Suggestions to guide you in this decision-making process are enumerated below. Select words that are common or generally useful for students to know. Select words that studentswill encounter frequently, and that therefore, represent common knowledge (Marinak, Moore,Henk, & Keepers, 1997). Avoid assigning words that students rarely encounter (Ellis & Farmer, 1996-2000). Less is more. Choose terms that are strategic to academic success and are not typically acquired independently(Baker, et al., 1995). Emphasize terms critical to the student‟s understanding of the readingpassage or unit of study, such as terms identified as “essential knowledge” in Virginia‟s Standardsof Learning teacher resource guides. Identify words that are essential for understanding a reading selection. Ask, “If readers did notknow the meaning of this word, would they still be able to understand the passage?” If the answeris „Yes‟, the word is probably not essential to understanding the selection‟s major concepts orideas” (Marinak, et al., 1997, p. 1). Pick textbook vocabulary that addresses key concepts or ideas. Each chapter of a subject area textmay include a list of 15-20 vocabulary words. Often, only four or five of these terms addresscritical concepts of the chapter (Ellis & Farmer, 1996-2000).12. SELECTING GOALS FOR VOCABULARY INSTRUCTIONThe second step in planning for vocabulary instruction is to determine the depth to which studentswill be required to understand each term you have selected. Some words warrant only a minimumlevel of knowledge, that is, a level of understanding that calls upon students to associate a new wordwith a definition, synonym, or context. However, if comprehension of the term is required, theteacher must select instructional strategies that enable students to categorize words, completesentences, or generate multiple meanings for words. Finally, when academic demands require a deeplevel of understanding of terms, it is important that students be able to create original sentences usingthe words, make connections between new and prior knowledge, and apply word meanings acrosscontexts (Baker et al., 1995).International Journal of Humanities Social Sciences and Education (IJHSSE)Page 45
Afaf Abdelrahim Jalal Eldin Ahmed13.GENERAL GUIDELINES FOR TEACHING VOCABULARYIt is helpful to keep in mind several general principles that facilitate acquisition of new vocabulary. Teach new words in the context of a meaningful subject-matter lesson and facilitate studentdiscussion that requires students to use the new word (Ellis & Farmer, 1996-2000). Ensure that students hear the correct pronunciation of the word and practice saying it aloud.Hearing the syllable structure and stress pattern of the word facilitates its storage in memory (Fay& Culter, 1977). each word parts – root words, base words, prefixes, and suffixes that students will encounterfrequently (Jones, 1999). Teach words in related clusters to help students understand how words are related and interrelated(Marinak, et al., 1997). Identify examples/applications and nonexamples/nonapplications related to the meaning of thenew word (Ellis & Farmer, 1996-2000). Help students connect new vocabulary to something with which they are already familiar (Ellis &Farmer, 1996-2000). Create opportunities for students to paraphrase the definition of a new term so that they canidentify the main idea associated with the term and recognize specific bits of information thatclarify its broader, more general core idea (Ellis & Farmer, 1996-2000). Offer students the opportunity to acquire new vocabulary using a variety of learning modalities orformats that actively engage them in the learning process (Ellis & Farmer, 1996-2000).14. ACTIVITIES FOR TEACHING VOCABULARYAfter you have strategically selected vocabulary words for instruction and determined the appropriateinstructional goals for chosen terms, it is time to identify instructional strategies that align with thesegoals. The activities suggested below employ a variety of formats to address the goals of vocabularyinstruction.14.1. Same Word, Different Subject1. Explain to students that each school subject consists of technical vocabulary words and specializedwords. Technical words are those that usually have only one meaning and are discussed in onlyone subject. For example: English – verb, gerund biology – mitosis mathematics and rhombus.2. Tell students that specialized vocabulary words are those that are used in different subjects andusually have different meanings in each subject. For example, the word division could be useddifferently in history, mathematics, and science classes.3. Have students identify and discuss other specialized vocabulary words. Create a class list that canbe added to regularly as new words are encountered and discussed.14.2. Vocabulary Self-Collection Strategy1. Ask students to identify two words they believe everyone should learn that are related to specifictopics the group is studying.2. Have students write their words on the board.3. Ask students to present their words to the group by defining them, explaining why the groupshould learn them, and telling where the words were found.4. Moderate a discussion through which the class reduces the list to a predetermined number of mostimportant words by eliminating words already known by many. The final list becomes the focus ofvocabulary activities for the next few days.14.3. Scavenger Hunt1. Give students a list of essential vocabulary they must know for a unit they are studying.2. Organize students into small groups – usually three or four students per group.International Journal of Humanities Social Sciences and Education (IJHSSE)Page 46
The Role of Vocabulary Learning Strategies in Enhancing EFL Learners’ Writing Skills3. Provide student groups with time to search for the new words using reference books, newspapers,magazines, websites, and other appropriate resources at school and at home. Instruct students tocollect examples of the words, copy sentences that use the words, collect or draw pictures of thewords, and build models or examples of the words. Assign point values for each of these methodsof illustrating the vocabulary words, for example: 8 points for building a model representing theword, 5 points for finding a newspaper/magazine article that uses the word and 2 points for findinga book about the word or illustration that describes the word. You may also wish to award bonuspoints for groups that find a representation for all vocabulary words on the list.4. Allow groups to meet each day for a few minutes to plan a strategy for gathering therepresentations of their words and assess how they are progressing in their collection efforts. Tellgroups to keep their progress and findings secret; they are competing with the other groups forpoints.5. Create posters on which vocabulary words are written (one word per poster). On the day that theitems/examples are due, give groups a few minutes to organize their objects in piles by the wordswritten on the posters. Show each word poster and have students, group by group, share what theyhave brought to represent that word. Briefly record their ideas on each word poster. Post theseposters on the wall.6. Next, have groups sort their items by type. For example, put books about the topics in one pile,pictures in another pile, and models in yet another pile.7. As the unit is taught, students can refer to the posters to review these essential vocabulary words.The teacher may also ask students to use the list of scavenger hunt words to write a summary ofthe unit.14.4. Pinwheel1. Divide the class into groups of 6, 8, or 10. Each group forms an outer and an inner circle. Innercircle students face out; outer-circle students face in, in such a way that each member of the innercircle is facing a partner in the outer circle. The outer circle partner faces his inner-circle partner aswell.2. Each inner-circle student is given a different vocabulary word and its corresponding definition.The inner-circle students quiz their partners on the meaning of their vocabulary words. Inner-circlepartners may offer assistance, as needed.3. After each dyad has completed reviewing its assigned word and its corresponding definition, theoutside students are cued by the teacher to “pinwheel” or move one position to the right. Now,each student has a new partner, and the outside students have new vocabulary words to review.This process continues until each outside student has worked with each inside student.4. Call, “Inside out and outside in.” Students switch roles and the process is repeated.14.5. The Chain GameThis game may be played by groups of eight students after the class has studied the vocabulary in aspecific lesson or unit of study. It provides much repetition of words and their definitions.1. Draw eight links on the blackboard or overhead projector to create a chain, and write a vocabularyword in each link.2. Select the first player in each group. This student chooses any word in the chain, reads the chosenword, and defines it.3. Select the second player in each group. This student determines the direction of play on the chainby choosing a word to the right or the left of the word selected by the first player in the chain. Thesecond player in each group reads and defines the word selected by the first player, then reads theword he or she has chosen and defines it.4. Select successive players. Each of these players reads and defines previously selected words in theorder in which his or her predecessors chose them, then reads and defines the next word in thechain.International Journal of Humanities Social Sciences and Education (IJHSSE)Page 47
Afaf Abdelrahim Jalal Eldin AhmedNOTE: When the teacher selects the students, the difficulty of the task can be controlled for studentswho have memory deficits. Some students with memory difficulties prefer to have their turn early inthe game. Some at-risk students prefer to take a turn later in the game, and take pride in repeatingdefinition after definition, which they have learned because of the intensity of the repetition.14.6. Vocabulary Charades1. Put words that describe visual concepts on cards. (Examples: hurricane, motivate).2. Divide the class into teams.3. Ask a member of each team, in turn, to draw a card and “act it out.”4. Determine a time limit by which teammates must guess the word being acted out. Assign pointsfor each word guessed correctly by the teams.5. Continue until all members of each team have had an opportunity to illustrate a word.14.7. Quick Draw1. Put words that describe visual concepts on cards.2. Divide the class into teams. Ask a member of each team, in turn, to draw a card.3. Have the student see how quickly team-mates can convey the essence of a word on the board –without words – by illustrating it.4.
a. To explain the role of vocabulary learning strategies in a foreign language acquisition. b. To identify the types of micro-strategies used by a group of learners of English, and to assess how frequently these strategies were used. c. To discover whether there were any differences in the strategies
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